1. (根据图片，完成4。)

(根据上面的插图和4中的问题，小组活动，完成4的表格。)

T: Please look at the pictures and fill in the chart in 4. You can use the questions in 4.

(核对答案。)

3. (讨论学生们所喜爱的运动及运动员，和喜欢的原因。为后面的写作训练做准备。教师先做示范，然后由学生们自由讨论。)

T: Talk about your favourite sports, sports players and the reasons why you like them.

T: Which sport do you like?

S₁: I like…very much.

T: Why do you like it?

S₁: Because…

T: How often do you play…?

S₁: Once a week. /…

T: Who is your favourite player?

S₁: …

T: Why do you like him / her?

S₁: Because…

S₂: …

S₃: …

(讨论结束后，由小组总结出本组最喜爱的运动和运动员，喜欢的原因。并由一名同学执笔记录下来，向全班同学汇报。完成3。)

Step 4　 Practice 第四步 　练习(时间:10分钟)

(写作训练。)

T: OK, well done! Now write a short passage about your favourite sport. You can write it with the questions in 3. Five minutes, Go!

(首先每组选派两名代表来朗读本组学生的文章，然后由其他的学生挑出该学生短文中的错误，并给予改正意见，如需要，教师给予补充。)

Step 5　 Project 第五步 　综合探究活动(时间:5分钟)

2. (巩固练习grammar focus and useful expressions.)

(出示小黑板。)

(核对答案。)

(2)用本话题重要的短语造句子。(提示学生们最好用一般将来时，老师给出关键词，学生说句子。)

For example:

T:　　 Cheer…on

S₁:　 I am going to cheer them on.

T: play against.

S₂: Our team will play against Class Four.

…

(也可让学生两人一组练习，一名学生说短语，另一名学生说句子。)

1. (通过做练习，巩固前面学过的句型及回答方式。)

T: In this topic, we talk about sports a lot, including sports names, your favorite sports and players. I think now you can express them in English fluently. Let’s do some exercises about the useful expressions.

(出示小黑板。)

(核对答案。)

2. (听录音，跟读2a、2b。让学生再复习一遍本话题的重难点。)

Step 3　 Consolidation 第三步 　巩固(时间:10分钟)

1. (听录音1，完成1。)

T: Listen to the tape and fill in the blanks in 1.

(再放一遍录音，核对答案。)

(运用已学过的运动名称练习对话并选两组同学到教室前表演。)

3. (引导学生们讨论未来的职业和梦想并说出原因。)

T: Do you have a dream? Do you want to be a great man in the future? Do you want to do some useful things for others when you grow up?

Ss: Of course, I do.

T:　　 Good, now let’s discuss your dream jobs. What are you going to do in the future, a teacher or a worker, S₄?

S₄: I am going to be a teacher.

T: Why?

S₄:　 Because I like the job. I want to have many students….

(让学生模仿师生的对话进行对话。因为许多有关职业的词汇尚未学，学生完成此环节可能稍有困难，如果表达时词汇量不够，可用汉语代替，此环节的目的是操练What are you going to do in the future when you grow up? I’m going to be…句型)

Step 2　 Presentation 第二步 　呈现(时间:10分钟)

2. (通过做游戏复习“be going to+do”结构，提供以下三种游戏形式，可任选其中两种。)

(1)每人在一张纸上用“I am going to do…”的句型写出自己从周一到周五的运动计划，不署名，老师将纸条以小组为单位收上来并打乱次序，再任意发回各组，组内的学生依据所得纸条上的信息用What are you going to do on Monday /…? Are you going to play basketball on Monday /…?等句型询问别人，找出是谁写的纸条，最先找到的同学为获胜者并向全班同学介绍该学生的运动计划。例如：S₁ is going to… on…

(2)事先在卡片上列出若干问题, 其中必须含有be going to结构。例如：

What are you going to do this Weekend?

Where are you going?

How are you going to get there?

Who are you going with?

What are you going to do to prepare for that?

(将学生分成两组，每组第一个学生A手持卡片站在教室的一端，组里的其他学生站在教室的另一端，并且按纵队排好，两列纵队分别对着本组在教室另一端的学生A。A手持卡片按照上面的第一个问句提问，该组在教室另一端最前面的学生必须正确回答。然后跑到A的位置，换下学生A并根据卡片上的下一个问题提问下一位同学。学生A则排到教室另一端本组的最后。当全组学生问答完毕，再次轮到学生A提问时，本赛程结束。老师记下所花费的时间，两组中以时间短，问答准确率高的一组为获胜方。)

(当两组同时进行接力问答时，能够产生热烈的气氛，但不利于准确地回答。学生可能因为求快而忽略语言的准确性，所以建议两组依次进行比赛。)

(3)(准备一些行动的指令，如open the window, turn off the lights, long jump, high jump等。)

T: Here, in my hand there are some notes, and on each of them there is an action. You can choose one of these notes and act it out. Other students guess what you are going to do. S₁, please.

S₁: (抽完签做了一个动作) What am I going to do?

S₂:　 You are going to…

S₃:　 …

Step 1　 Review 第一步 　复习(时间:10分钟)

1. (根据上节课的作业，让学生自由对话，说出自己的运动计划以及喜欢运动的原因。)

S₁: What are you going to do on Monday afternoon?

S₂: I’m going to play basketball. I like it very much.

S₁: Why?

S₂: Because…

(学生可在此项任务中发挥自己的想像，说出自己的想法。)

录音机/图片/小黑板